The influence of students' cognitive and motivational characteristics on students' use of a 4C/ID-based online learning environment and their learning gain

Abstract

Research has revealed that the design of online learning environments can influence students' use and performance. In this study, an online learning environment for learning French as a foreign language was developed in line with the four component instructional design (4C/ID) model. While the 4C/ID-model is a well-established instructional design model, little is known about (1) factors impacting students' use of the four components, namely, learning tasks, part-task practice, supportive and procedural information during their learning process as well as about (2) the way in which students' differences in use of the 4C/ID-based online learning environment impacts course performance. The aim of this study is, therefore, twofold. Firstly, it investigates the influence of students' prior knowledge, task value and self-efficacy on students' use of the four different components of the 4C/ID-model. Secondly, it examines the influence of students' use of the components on their learning gain, taking into account their characteristics. The sample consisted of 161 students in higher education. Results, based on structural equation modelling (SEM), indicate that prior knowledge has a negative influence on students' use of learning tasks and part-task practice. Task value has a positive influence on use of learning tasks and supportive information. Additionally, results indicate that use of use of learning tasks, procedural information, controlled for students' prior knowledge significantly contribute to students' learning gain. Results suggest that students' use of the four components is based on their cognitive and motivational characteristics. Furthermore, results reveal the impact of students' use of learning tasks and procedural information on students' learning gain.